A year of distance learning under COVID-19 has fueled growing concerns about the academic progress and social and emotional health of children. In particular, worries increased around how the pandemic has affected high-need and underserved students, including English Learners and children with disabilities, children in foster care and from low-income families. Distance learning has further revealed how unevenly educational resources are distributed--from access to internet and devices, to teacher instruction and parental involvement--a situation that may expand California's longstanding racial and socioeconomic divides. In this report, the authors share the results of their survey of California school districts and their approaches to student learning during the pandemic--whether in-person, hybrid, or virtual. The authors supplement these survey data with Learning Continuity and Attendance Plans (LCPs) from respondent districts and with a US Census survey of California households during the pandemic. In particular, the analyses explore how districts are serving high-need and underserved populations. The authors find that: (1) The digital divide persists; (2) In-person instruction is not equitably distributed; (3) Most districts reported improvements in distance learning since spring 2020; (4) Extended learning, tutoring, and social-emotional learning are among common programs to address learning loss; (5) Learning loss strategies vary by type of district; (6) Most districts now provide extra resources to support English Learners and students with disabilities; and (7) Federal support is critical to finance increased expenditures due to COVID-19. [For the technical appendices, see ED617879. The authors received research support from Emmanuel Prunty.]